How We Learn to Drive a Car and Building a Sound Cognition. Behavioral Dis-Orders

How do we learn to drive a car?

Do we sit in a room looking at a picture of a gear shift before we enter the car and start moving through the process of driving a car?

No, we do not, more often we get into the car, and are already are familiar with the parts because we have watched our parents drive the car for many years. We do not learn the parts of the mechanisms we directly use to drive a car through pictures with words attached in a box with all the distractions around us.

We sit in the driver’s seat one day, and as we sit there we directly learn the parts of the car we use to drive the car. The gear shift is a gear shift, the break pedal is a break pedal. A cup is a cup. And, to note, do we tend to project onto these devices? No. For some reason, the means to move the car that we use, we tend not to project any blame onto, any fantasy.  Meanwhile, most of us walk around projecting all manner of values onto the human body. We compare women to women; men, for example, evidently, every seven minutes, think about sex and do some fantasy projection onto a woman when the form of the human as a woman is walking down a street. Yet, I have never heard of anyone ( though there may be some! lol) talking about the break pedal as having some vacant look where a presence is absent in relation to a break pedal! I have been present with friends and men in the company of women, for example, and the sudden absence of attention, of presence is palpable, even if we at times cannot realize why we react in moments in seemingly chaotic ways while with friends or partners.  Somehow, the way most people I have met and traveled in a car with, do not have any distance of presence, or less of such, or behaviors of avoiding what they are doing within the action of driving the car. Yet, remember those times when one almost had an accident? These are the times when one was not paying attention- I ask, what was going on? This is being in separation from what has become automated as the information directive within our memories.

Thus, when we learn to drive we learn the parts we need to maneuver to drive and we sit with our presence acclimating to the car’s structure within these means to the end. We repeat and repeat the movement, much like learning to walk, until we can order our directive capacity  and move these parts needed with ease. Then these become ‘ smaller’ in that we can process the actions faster, and we are ready to drive the car with confidence. This is a dynamic process , one that leads to driving a car.  When this structure is set, we can expand our presence to the horizon and add more awareness as extending our awareness and taking in more of the world around us.

Yet, in a school what are we doing? And what is the media doing with all the pictures about the physical world around us? We are learning things through words and pictures. We learn some words and then we start to process information about this world through words. This is, in itself , a imagination of sorts, about what is really here, and the very means is one of limitation  because there is no common sense present because we are not dealing with the real things, like we are when we learn to drive! Yet, most of us learn to drive, even if we do not do well in school! And, most of us learn to walk! Can we see the correlation here? Knowledge and information without practical application is not only useless, but also inhibiting and something that can control what one thinks as what one believes as what one images to direct one’s self, and just as we take in the structure of the car directly and begin to move within that space and the objects within it, like programming ourselves, I must ask, what is that information doing to use that we learn in school in abstract ways, as in imaginary ways only? It becomes what we express, because it is what we are exposed to! We humans become the very measure of our world, meaning the very measure of the information we accept. As parents if we send our children to a public school we are accepting what we allow. If we do not investigate what is being the measure in what is presented to our children, we are simply not being responsible for our children.

If we learn limited information, which is what learning through pictures and words is because it has no direct access to the physical mechanism, and we learn through pictures with as associations can we possibly have as dynamic an ability to act as we do when we have learned to drive a car? 

Thus, limited information, as information only, is learning by association because there is no direct physical access to reality. There is no real substance for the placeholder as the words that compose the information, the knowledge is not grounded in reality, it becomes a construction that does not fit into reality, as we can see in so much of the behaviors of people in not being able to feel secure in what they do, or to, on another level, complete things in this world that do no harm.

If pictures are used, it becomes as that picture, a ‘ flat’ association that because it is information only, and is what becomes the memory, the imprint, the picture, it is what is processed as one’s directive. Of course, as consequence as the information, if it as the limitation that it is, does not fit into reality, then the actions, the movements of the object as the human, can move in all manner of ‘ not fitting in’ or ‘ mistakes through lack’ within moving in our world here, or, within living our lives.

The media does not help either. Because we are so absorbent, we take in everything, and if our ability to take in the measure of that break in that car - and that goes for all of us, even those we call stupid in terms of schooling- is interrupted with a shock, as a sudden change, or interruption then our natural ability to self dis-cover the very volume, quality, movement, density, feeling of that break in that car is cut short, and we become that measure as that interruption, and must process through this.  Thus, within space and time, we are all so interrupted and so lacking in non-associative learning that we become a measure of limited information that is also a chaos of association that has no real grounding. We lose what is a natural sense to think critically and become creative in dynamic and active ways, and we lose what is a natural ability to problem solve as many videos and that first process we learn  reveal that we are innately built to be and do, which is learning how to walk and as I am using in this article, to drive a car.

Within this, we can see, the extent to which so many children are suffering , because their ability, a natural ability, a natural learning ability is what and who they are, is suppressed through what I call a chaos of information that takes so much time to sort through, balance out, that the life and the ability of the child takes years to sort, and the child that becomes the adult blames themselves, and instead of becoming their full potential, a dynamic state of being, they become behaviors of quilt, of shame, of self judgement and not the expression of living a life that is aware  and able to do all things as well as they learned to walk and to drive a car.

This is also why all educational research shows that people who learn musical instruments tend to have  a greater capacity to see consequence and be constructively critical and creative. It is because to play and make music, one is not only a memory of associative imagery, a musician actually deals with a physical object where they must perform with that object just as someone does with a car, or in learning to walk.  The simplicity of this is such, that if one cannot fathom this, then know that the associative mind of information only, is a wall of information being processed through that of a story of justifications as the inFORM of oneself and that it is so busy, in what it is , that slowing down and relating to reality is like a huge effort. It is like slowing down a speeding train where one believes that the train is all that exists, because the train is moving so fast, that the car can no longer be seen through the window, that car that is driving along side that train.

Another insight into how much we move as information is to think of someone we know that we are very careful around, where we feel life we are walking on eggshells around them, to not cause an outburst or reaction. This is when we fear facing the information of that person, though ironically we are aware of this, which means we can process through the information, we simply fear not being able to answer. What we in essence are avoiding, is a wall of associative information only, that is all it really is, a measure that one has allowed to define oneself as. We are in essence facing a speeding train, and we fear facing the ‘ crash’ if we look at that belief, that is that information, and investigating it, to ground in ways where there is no longer that sense of ‘ walking on eggshells’ and instead, as the outcome to address this in detail, is to come to a point of understanding in ways that remove the tension that is simply a friction of two bodies of information competing to have attention- because that information of association is constantly wanting validation to support its construction. It is, ironically, again, like a ghost in the machine that believes itself to be as real as that gear shift, when it is only a memory. And that memory is not all bad, it has good in it, as it is a measure made from what is real, and what is right here in front of us.

Thus, what I propose, is to rebuild that cognition, to re-order it, to clean up all cognitive dis-order,  to take the time to create a memory of small bits of information, to enable oneself to have the space within self, to focus oneself through a well ordered memory, a wall of information, to be able to see beyond the structure of the ‘ car’ to the horizon, to enable one ‘s self to expand and move in constructively critical ways, to become creative in ways that do no harm, and thus live a dynamic life, a life as dynamic as we are when we drive a car, or as dynamic as when we learn to walk because this is us using our great capacity to think critically and be creative, building a life that sees the world and rides the train at the same time. This is our natural state of being, one that is much easier than the conflict with living that a mind built of associations rather than a mind that sees directly here.

Remember, the statement ‘ the apple never falls far from the tree’ is a testament to the outcome of generating associative memories, because the focus of the child, those formative years, is on the parent, and our ability to take in information, like a feral child, is so great, is so magnificent, that we take in the measure of our parents, and if they are built of associative thinking constructions, the child will become that measure. And as we know habits, as what we repeat, are harder to change - just like slowing down that train-  than to have learned to play that violin correctly in the first place!

I would suggest, using Techno Tutor, as this is the only tool that I, as a reading specialist and a trained violinist, have found to be the most effective way and means to building a memory, a ‘ train of information’ that can be so well ordered that one can move from the mechanisms of the car to seeing not only the inside of the car, and also, the horizon. After all, that horizon is magnificent, we need only slow down, rebuild ( and prevention is the best cure) and look. It has always been there!

Since it is too hard to change the structures that exist within our society, why not transform our schools into places of discovery and investigation? Why not turn our schools into places where we build well ordered cognitive maps, that give a structural means to build self confidence and self esteem, in each and every child, so that the teachers can trust the child, and themselves to allow a child to take a direction that enables the full potential of that child to discover a full expression of themselves as life, that can create dynamic individuals that can respect and work with the world around them, never needing to walk on eggshells!. This is what we all seek. The structures we have in our society can be transformed into a good.  The strength comes from all of us standing together to make subtle changes that help all of us to help ourselves.

Thank You for reading!

                                         The Ghost in the Machine.

Depth Perception and Reading, Where is our natural spatial ability?

Depth Perception and Reading.

A Child Climbing  Rock Wall

One of things I notice as I interact with others, is a lack of depth perception. By this I mean the ability to back up a car, or to order objects in a space- such as household organization.

Where are we if we cannot slow down and take the time to see the space around us and order, or, move ourselves within it? Are we lost in these behaviors of a lack of depth perception?

I watched this video of a child, a very young child, climbing a rock wall. This child moves with a fluidity and continuousness  Obviously, this ability is a natural ability, we are born with this. What happens?

I remember asking about this when I was back in university completing my degree in Reading. Eventually, the professors, told me that they did not know how to do this, and that this was too difficult. How can something be difficult if it is what is natural? Our ability to focus here, being aware of the space of here is a natural ability. 

We all understand that advertising has become a constant within our environment. And we understand that what is being the measure, because it is a measure of something, means that we understand that we become the measure of the world around us. If we are constantly watching the measure imposed around us, we become this. Is what is the information given, in our schools, in our media grounding us, meaning, retaining this natural ability to be aware of the space and the time around us? No. Were it, then we would retain this fluid ability to sense the space around us that is a natural ability. Our ability to sense the space around us is a natural ability. This natural ability is then lost and it is because we have allowed a measure to be of knowledge and information in separation from practical beingness here. We are all the cause of our own separation because we accepted and allowed an abdication of our own ability to perceive the very space around us.

If we lose this ability what would happen? We become uncertain because we have nothing to ground us. That machine that senses the space is all of us, as our physical bodies. We deny one part, as this physical body, and we become, through spaced repetition, being in our abstraction making selves as our thinking only, then we lose our grounding, and we lose our ability to perceive the depths , meaning the very space around us.

We can no longer climb that rock wall, and instead, in our ignoring of remaining in inclusion of the very space around us, we, from the distance of our separation,  are astounded at this ability in others- all the while this is our natural ability, it was/is our starting point. 

This begs the question: What are all the so-called dis-eases in our children? Where has this natural ease gone? Is this natural ability placed in a box as thinking only, where there is no real footing to place our feet? Is it here that we lose our natural spatial ability to back up that car, or to organize that space in our homes? The answer is yes.

One must rebuild and reground. This which we are already doing in the very measure of our so-called interventions. These interventions, though a good, are too slow. We need tools to reground ourselves as our measure within. Technology can be a good for this because it is never emotional ( in value judgments as thinking only), it is grounded here. It can be used to remeasure our within, to focus us on the parts, to rebuild our attention to detail, removing all the uncertainty we have memorized in the course of our separation that is what inhibits our natural ability to sense the space and direct ourselves in practical ways that enable us to climb a rock wall at a very young age. This is why words are so important, because they order the very measure of ourselves.  One must want this, want to return to our natural state of being. It means giving up everything to gain everything. What would you choose?

What happens to the memory of the child as they participate in the world?

What happens to the memory of the child as they participate in the world?

As parents, do we realize that our absorbent children take in all the measure of us, as our beliefs, opinions and ideas? Do we realize that we were born without language, or culture or race or religion? Do we realize that this is all a measure based on a past, as traditions, that we bring from one generation to the next? Do we realize that we move as what we were exposed to in our early environments to such a degree that we become our parents as we grow older?

If we learn by imitating, by taking in, the world around us, we can see that every single movement we move as, becomes the child, because the child mirrors everything the parent does on a cellular level. That is how great our capacity to take in form exists as. So, do we as parents, carefully watch our every move?

An example; Let us look at a moment when one might be exiting a car. The day previous to this was busy, and the traffic slow. One stops to get some gas, pulls into the bumping bay, and opens the door to step out to the pump. As one shuts the car door, with the child/baby sitting in the back seat, there is a rush in the way you as a parent moves within shutting the door. All of your frustration and anxiety is loaded into that movement of shutting that door. One may notice that one shut the door with more energy and drive than one expected, as one was thinking about how one was late, and the day was not moving in expected ways. All of this is memorized as a movement by the child. All of it.

Later, perhaps two weeks or so, the child is playing with something on the table, and suddenly moves in a rushed way, filled with what was imitated, as what was memorized and what was taken as modeled as sensed by the child in their world. The child accidentally, knocks something off the table, because the energy as the model of the parents become the modeled behavior of the child. The parent then yells at the child. The child is confused, because the child was being what the child had learned, had imitated, and the child does not yet understand how this all works, nor does the parent.  Thus the child is blamed for their action that was a model of the parent. The child taking in and moving the same way. Is the child going to develop confidence in such an event? Is the child learning to respect and participate in their world in effective ways? No.

Thus, the child becomes value judgements as the measure within. They become the stress of the parent. They become that inner stress, to the extent that they miss the practice of being present here, being aware of the world around them. They begin to lose their attention to the practical world. And then we parents, reprimand them for this. Can we really blame them, when we were the model of the separation? Can this same process be handed down generation after generation? Yes.

If we begin to understand this, we can begin to understand the accumulation of attention deficit dis-orders that grow, perhaps exponentially, in our children. It is, very simply, that the measure as the experience of the child, is not equal to the measure of the world around them. On the side, many of us realize, by the time we sort all of this out, when we are older, that this did not need to exist from the beginning. We can blame our parents. Is this a solution? No

What would be a solution?

To ground ourselves back into practicing being an intervention that directs our focus back into the practical. We can use the structure as words, to be the real measure of ourselves here in this life we must live as what we are. We can rebuild our inner measure, through bringing that energy that is not equal to being at ease in our worlds, back into a measure, using words, to become ‘ small’ enough to see the details of living, and thus enabling ourselves to move with self confidence and ease in our lives, realizing that we can focus here, and learn the real measure of living, to then not fear learning anything, meaning learning about what we really enjoy doing.

If you could have the power, and the means to build a child, to see directly here, thereby having a superior memory, and building self trust, self confidence and self esteem, what would that be worth to you? You would not have to depend on a school, you could make sure that your child was sound, was structured in a way they could learn, choose and succeed at whatever they wanted. They would have the freedom to choose, because instead of being anxious, insecure, uncertain, they would have an ordered memory, the measure of their experience, that enables them clear self direction.

Only a parent can ensure that the child reaches their full potential. Everything a parent does, is absorbed by the child. And this takes time to clear up when it is not grounded and at ease. Since prevention is the best cure, why not use technology, that never gets tired, never has a stressful day, help you help yourself, through ensuring that, via words as the perfect tools of measure, are without all those emotions one does not realize are in every single movement and is being learned by the child, by association- imitation- mirroring, to make sure these words are clear, clean, stable. 

The means are here, and they are very cost effective. It is what each would have wanted for themselves. 

How do we Learn and what is the Absorbent Mind?

How do we learn and what is the absorbent mind, our natural learning ability?

How do we learn? How did I learn to play the violin? How did the children I taught learn to play the violin? How did I teach the children in the schools?

We repeated what was being taught, which is within the direct instruction model. We introduce the material, we explain the concept- the form, the structure, the design, the object and its way of moving. We repeat this. We show examples. We hand this over to the children to ‘ move as’ by themselves. We, sometimes in our current habits, send home more examples to practice, to repeat. This is the practice in step, of repetition.

Our research makes it clear that children who have the opportunity and exposure to hearing/seeing/experiencing more variation in words/vocabulary, specified subject matter- such as parents who have studied science, or music, or golf - tend to have a greater capacity to do that to which they were exposed. And since the behavior, as the know how, of the parents and their focus is repeated again and again, that absorbent mind of the child will pick this up and imitate it. So, we learn by repetition. That is the base. And we know that children have very absorbent minds. We understand how rabidly they can learn languages. We understand that a child who grows up in a home where there is a lot of music being performed and practiced and talked about will often begin a musical instrument and within 10,000 hours have mastered that instrument. So, by the age of seven, with consideration to allow the child to become what is around it, and practice the structure, which is bringing awareness into the form, which is integrating this into a structural memory within to build neurons that pair back and expedite the movement of the informed awareness structure, to become that protege- as the word we use to describe someone who learns something at a young age. 

Our feral children are the same, they become the measure as the focus of the sense practiced in becoming the space and timed measure as the behavior of the host. So great is our ability to learn, to sense the world around us and order this when given the structure to experience and model again and again, in its application and form. Thus we learn by repetition, and within this we discover our physical bodies and learn with mis-takes as a natural part of this learning process. A child falls down many times before they walk with ease.

This also begs the question as to what we are doing with this sense that can become the very form and practice repeated again and again? Is our natural learning ability something like water?

Is our ability to absorb extendable to forms around us, just as that feral child imitates and repeats with trial and error, with and as this absorbent substance that is a sensory mechanism practicing the shape and form and movement range of the world around it?

Thus, if we place our children in a box, a classroom, for 12 years, expecting them to learn through abstracting about knowledge and information ONLY, what are we creating with this absorbent natural learning/sounding/modeling.practicing/reflecting ability? Since we become what we practice, do we end up aggrandizing what is a singular good into a limitation? Are we making this good-turned-limitation as this practice, larger than that used as a movement to model/absorb into thinking as abstracting as imagining ONLY? Would this not create a disconnect from reality? Would this not be the imprint passed down from one generation ( as this is what is generated) to the next? Thus, would that child not have to sort out living here in physical reality in practice and the generational information? Would this cause some chaos if that generational imprint were lacking in a sound structural memory of the practice of living as physical states of being that is what our lives are while we are here on earth?

Can knowledge and information be manipulated within such a systemic design? Remove that absorbent ability from the practice of living, and inform it through spaced repetition- as going to school and sitting in a room, shut off from the physical natural world, and practice through spaced repetition the form of imagination use ONLY, until this becomes the means of seeking direction and the information of self structurally. Where does this end up? Would this not be attention away from practical living? Would that memory, or could that memory, fill up, like a computer?

How many have noticed that it becomes more difficult to be flexible as we age? How many have noticed that as we get older, things we could do before seem to become more and more difficult? This is the same as saying that moving in our worlds becomes more difficult. We tend to want, narrower comfort zones to remain in as a consequence. Why would this be? Could this be that our memories, as our experiential maps, as our repeated structural cognitions are limited and done from imagination ONLY, as we were taught to move, by systemic design, to repeat- is this like computer memory, a stagnation, that eventually fills up?

This begs the question. If our focus was on the practice of the form as what we are, as sensory physical mechanisms,  could we cross reference the physical reality, and realize memory as our imagination for what this is, and ‘ wipe’ the slate as memory clean with each use so that it never gets filled up? Would this not mean understanding memory for what it is, and practice becoming the forms around us, and using memory, cognition for what is really is? 

How can we transform our present practices into what would allow the full potential of this mechanistic ability? No one wants to lose their job, no one wants to limit this in a child either. We cannot continue to move as we are as our educational structure, because the consequences of this practice of placing that absorbent unique expression of our children into thinking and abstracting and memorizing ONLY, in a box, are manifesting as all manner and degree of so-called attention deficits. This will only compound more, and we will become what we make movies about; zombies. What is a zombie really? It is someone who is not present in practical reality, it is someone ‘dead’ to common sense. And does that memory, consume the flesh of the physical body that was the means to absorb the world and express as a physical state of being? Do our so-called fairy tales reveal to us what we are doing as in what we are accepting and allowing?  Can we not see the forest through the trees because we are all products of this separation and mis-use of our absorbent ability? When we have interventions for those already genetically and environmentally cluttered, and existentially placed into a method of practice that continues the lack of structure through a slow motion of  in-form-ation,  do we not see that we are in effect slowing down what was a natural inclination to realize the practice of movement in a physical formation that is what we are?

On another practical front, when we teach compassion, and the benefit of the golden rule we teach in our schools, to give to another as one would give to one’s self, is this not an admission that we have this capacity to with our natural ability to take on form, be able to sense the form of another even in their actions as dimensions of what it means to be focused here? And does this not show how we become the measure of our parents and that this substance is the mechanism to be and do this in practice here? If we use this to practice living in grounded practical ways, what would happen to our overall living with one another? Would we become this golden rule and realize that this is the means to reaching our full potential?

To reground and refocus we are going to need help. We can use what we have externalized to help focus us, reform us, back into a practical measure of living as what we are. We can use technology to refocus us, to rebuild our cognition- our directive information within. We can use the great plasticity of our physical bodies to reform ourselves structurally to walk the process of remeasuring our absorbent fluid self back down to the ground, so that those interventions are no longer necessary by the time the child, the man, reaches a certain age, because the child will begin to realize how this works and be able to self direct and consider all things, taking that which is good and does no harm, because they see directly, because they are living the smallest measure of order, they live the words they know as the placeholders of the information of reality. It is there right in front of us, we are the words we know. The more words a person has had the opportunity and experience to encounter, in variation, the greater the potential success of the child. Words create a structural navigation system, when stable and sound that fluid absorbent mind/self has the means to focus and practice living here. The words are living words. This would be a life of joy as this would be a child who could express their full capacity, that joy of communion with actual real living. You decide. The tools are here.

                We are the measure of our experience and words are placeholders for the measure of our  

                                          experience. We then build a sound mind/cognition.

The measure of our understanding; What comes to direct us. What is Mindfulness and ABA.

The measure of our understanding; what comes to direct us.

When I practice a piece on the violin, I just practice the measure of all the notes, the duration, the intensity, the attack as the percussive quality of the note, and the volume in space and time. I form that shape as sound. I must repeat this sense of the form to fine tune this so that the form is clear in space and time, here. If I practice, as myself repeating the sense of the form and what it means to create that form, with any emotional experience, I practice, as in repeat that emotional experience into the memory as an under-standing of what I am being. This will come up every time I come to that point of play of that practiced form. I will have to experience that. In one way, it is cool, because I can see what I allow as the focus of me and correct it. Yet, this means that I have to go back and practice that correction. In the end, my focus has to be present as what I practice, as what I repeat that becomes my measure within, in order for me to be flexible and clear. This focus, must be without emotional values, which is to say without judgement, and this can be realized because a lack of ease signifies a lack of focus- a kind of focus that rapidly takes in a form, which is to say to be the taking in of information. I become what I practice, because what I repeat becomes my experience and it becomes what directs me. If it is not sound, or limited information overall, I become the directive as this.

What I repeat, is what I become. If I repeat televised measures and meters of reality, then I become this. I may realize this, and still, that measure and meter is there and I must sort through this, which takes my attention, and I am then busy within sorting out what is an information that does not fit into a moment’s need for practical application.

If I am in a classroom for many years, during my childhood, I become the measure of what is placed before me. I have to ask myself if that measure is able to inform me into an understanding that develops a memory that allows me to direct myself in efficient and productive ways when I become an adult and enter the world for myself where I make decisions?

Could it be that the information presented in that room I spent in my childhood, be of a limited nature? Was I exposed to practicing understanding many dimensions of this physical reality that I move within as an adult? Was the information slowed down in ways that end up limiting my experience? If I look at the design of this overall, is it hard to understand the measure of this as the parts not being ‘ bad’ but being limiting because the information was metered out in a slowed down measure to not only acclimate me to moving slower than my innate capacity to absorb as with which I was born, and to also inform me with a measure that causes miss-takes through lack of understanding as a lack of direct seeing, that cause consequences that I spend much of my life correcting thereby losing time to order my adult life into an efficient living experience?

If I become what is placed before me, as a form that I repeat until understood, this becomes the blue print of my inner understanding, and this becomes the information I direct myself as. If I repeat a form, such as being in constant comparison based on ideas of beauty, then I become this directive and I miss the total understanding of practical reality. I miss so much order in color and form and capacity and end up having to correct this over time, realizing my mis-take that is a lack of respect for so many qualities in existence. I have lived as a judgement and not as a practical respect for the means of my being, which is a physical reality that I use to reach success as an adult because this is what I work with.

I understand why the elite will spend so much money and time exposing  their children to travel, to other languages and cultures, to activities such as music lessons and individual self development practices, such a karate, or surfing or tutors that walk the structures of geometry- for example. All of this is exposure to direct real life formations, that expand understanding and awareness, forming an awareness of many parts interacting in real time. And this, allows an informed awareness that gives a more focused and capable directive capacity. That absorbent mind, so obvious in the child, formed so completely as to build with interventions that are directives as an exposure to all manner of measured and metered space, the child  then moves in ways that have few con-sequences of lack that cause the accumulation of having to back track and repeat, which is practice, what would not cause consequences that disrupt efficient and well-informed action.

When we are exposed to things, we learn the names of the parts and the whole, the layers of understanding how mechanisms work in an ordered way. With this understanding, we are informed and when we make decisions, they have little consequence. What is it that orders this within? Could it be the names of the measure, as the length and duration and quality of things with which we interact, as directives, within this world?

What happens when mis-information accumulates over time, as what our genes are from our parents? What happens when our generations of measure are imprinted as our informed selves, and passed down, like a residual map, via our behaviors that are then the measure presented to our children, that then become the child, in tandem with a social construct as our school systems that meter out measure in extended forms to try and fit all learning/absorbing states in many different children from many different backgrounds?  And if we are all products of this, can we each imagine trying to order this if we slow down and imagine what it would mean if we had 15 to 25 or more, of such informed beings in front of us that we had to teach a measure of something? Could we do this ourselves? We cannot, such can only be informed one on one, and/or taken out into the world, as the elite do, and exposed to real life measure, realizing that overall our inner memories as our informed experiences from our past ; the measure of our exposure that is a past, and not what is present here in the real living moment. 

Who has the means to give this one on one directive? The parent. 

Research in education makes it very clear, that the more words one has been informed as, will determine ones ability to direct in this world. These words must be clear in meaning, uncluttered with emotional values, and referenced with practical reality. Then is the character informed in structured and clear ways. This is an adult who can communicate and interact, order and focus, be present and effective in creating a life that understands that it can learn, that the freedom to choose means being structured as being well informed, and that this leads to success.

Thomas Jefferson said that when we give up our freedom, which is our self responsibility capacity, to have security, we end up with neither. As parents we have to ask ourselves as people, if we are willing to realize how we work and how we can self empower ourselves to inform our children into effective adults capable of making decisions that build self trust, leading to self esteem, and self confidence within the simple understanding that we are the words we know, as this exposes the measure of our understanding. The means to this end are here. You decide. 

Thank You for reading, much appreciated.

What is a solution for applied behavioral modifications? Is the answer right in front of us?

I have heard parents of young children, the ages before grade school, so often tell me that they are not worried about their children doing well in school, because their children are so bright and have such good language skills that they are fine.

I have had older parents, with older children talk about the early promise in their children somehow being lost.

I have had older parents, often second marriages, and or a later-in-life child, talk about how intelligent and gifted this new child is, and how they are not worried about the new child because the child  is so able.

And then, again, the move into wondering what happened to that earlier promise and the child matures and somehow does not live up to expectations.

Meanwhile, we all understand that children can learn languages much faster than adults. Thus, on the one hand we understand that somehow that early ability exists and is lost as we mature, and on the other hand when we are in that moment of that ability in a young child to absorb so rapidly, we believe that that is somehow going to remain, despite the research and our own experience.

This is because in ignorance, in that slowing down of that ability to learn languages so rapidly, we forget. But then this forgetfulness would be equal to the loss of that ability to learn so rapidly. So, we are essentially, as we mature, moving into a lack of learning ability, a loss of an initial rapid learning ability, a superior memory, which is a natural assessing ability to rapidly see patterns and order them, into no longer having this ability, and yet we end up making judgements about the ability of the child, saying we need not worry, despite the research, and then later wondering what happened. Obviously, we are not stepping outside of our own beliefs here. We have become that of which we speak, that loss of seeing patterns and taking in information in rapid ways that can assess and conceptualize quickly, enough so that we can learn a new language with ease as does that child, thus we are what we lost, and we believe that loss to be more real that how we started. And, the research is right there describing this very outcome. Is this being lost behind a veil? Yes.

I was talking with a parent, the one I started this blog about, and here I was once again, facing a parent who was convinced that this younger child he had later in life, was so very adept that he wanted for nothing.  And he is not lying, at that age the child  is extremely adept at taking in the world and creating some order from it. Learning the language is very fast, and so much fun to watch.

Then, as third grade approaches something begins to happen. What is happening is the loss of this ability, this rapid ability to assess and absorb the measure of this actual real world, and the language. Then a period of denial comes in, where the parent will state again and again that the child is very talented and capable, that they know, really know that the child is capable. I have even had parents say to me, when I asked them what they wanted,  that they just wanted the teachers in the school to see the capability of their child, how talented and gifted their child is.

Meanwhile the research is there, and it is a question that has existed for a long long time. That children learn languages rapidly when they are young and then as adults this appears to no longer exist. We end up wondering where this went, without looking at the fact that this is a pattern that exists and a question that has been asked.

The behavior of the parents in this wonder, is indicative of the  loss of the ability to assess and see the patterns that enabled the ability to learn so rapidly. It is the conceptual ability caught in a belief, caught in a memory without looking at the research that asks the question as to why this rapid learning ability is lost!

We humans are very much like computers, we take in information and we build a memory of this information. We then move as this information only. We fill up our memories with information that is then valued and allowed to define us, and we end up using that ability to assess space and time into reading our memories and defining ourselves as the values in relation to our memories! Thus, we lose our connection to assessing the reality around us. How many have lost a sense of depth perception that are reading this? How many have difficulty parking a car without banging up against something? How many have bumped into doorways, or become anxious in getting things done in your every day life? How many have lost the lightness of movement that is in the child as they run without seeming to get tired? All of this is a loss of using that part of you that payed attention to the real world around us, and instead starting using a memory to be the measure of one’s self here.  And for those who lack depth perception, as those who talk and wonder about where the initial potential of the child went, if you are the model of that lack, and that child imitates your behavior with that absorbent ability, what do you think is going to become the measure of that child? They are going to become just like you. Can you rapidly learn languages as that child could when they were young that was why one believed that child was special? And,  because of this there was no need to consider thinking about how prevention of what we understand happens to us might be something to investigate ? 

Something is slowing us down from an innate ability to learn, to absorb. And since we understand that we have a memory, perhaps it is that what we are in memory is separating us from being in perception of what is here, as that fence we bump into because somehow we have lost our sense of space here. Thus, our memories are immersed, or suffused with value judgements that occupy our presence and distort our focus and we lose our initial promise, as our ability to sense with spatial awareness this reality. Our spatial awareness is caught in the web of memory filled with values that we define ourselves as, separating ourselves from being present in life.

We also know that once a person learns another language , it becomes easier to learn the next language. This means that once one has structural development, that structure enables a more rapid ability to take in more structure. 

So, our experiential maps as our memories are not being formed in ways that allow us to retain that spatial ability, which is to retain an awareness of physical space and time. We bemuse like a ‘ time” of the memory, which is a time of values over being present in the space of reality where we can see the parts and the whole, and assess patterns around us, and distance, which we have as children. Thus our awareness in space is lost.

This is evident in the form of our education system. Why do we collect data on a child in a box? Do we attempt to collect data on a tiger as to what that tiger is capable of from what that tiger is doing in a zoo? 

As parents, our responsibility is to form a sound character, a character who can learn, choose and succeed. We measure children by the words they know, the clarity of the meaning of the word and the amount of words as what structures that child, because this gives the child the ability to chose, learn and succeed in life. 

Is this not what you would have wanted, the confidence to learn, the freedom to choose and the self esteem to succeed?  Why not build a superior memory?

Are our thoughts the measure of our experience? Or/and Lack thereof? Reading Skills Development.

Someone said to me that we cannot understand what another thinks, that we do not understand thought.  Is there a truth and an untruth to this? I ask myself.

I look at the parts, at what is known, and I assemble them. This is critiquing  and rebuilding with these parts to build a more clear understanding.

I understand that feral children absorb the measure of sensorial skill developed in their hosts. For example, a child raised in the wild by a pack of wolves, will take on the sensory skill of that wolf.

There are examples of this in the literature and documented records of this. One can investigate this for themselves.

In this recent article on the study of rats isolated in cages with a bottle of water and a bottle of water laced with cocaine, the rat in their isolation will choose to drink the drugged water as opposed to the clean pure water, yet when placed in a community with other rats and other physical things to use, the rat will not drink the cocaine water and instead will choose the clean water. The physical world opportunity and the community, which is a more interactive environment with physical things, will be the choice. Other studies cited in the article suggest the same behavioral activity in men when provided with community and, in my opinion, the means to interact with objects in this physical world. It is the acknowledgement that an uncaged bird sings.

I also realize that children are not born with religion or nationality or language. This is what a child absorbs when the ‘ host’ is a human in the society of men as it presently exists on earth.

So the child begins to think, to focus on what it placed as a measure within the child. 

This means that the child becomes, or is the measure of, or thinks about what experiences are placed in the path of the child, as the very measure of values built by men  as the society of men.

Thus, the child thinks about what measure is placed within the child. If a child is exposed to Sponge Bob, then the child’s thinking relates things to Sponge Bob. Which I have seen a child do. So the thinking that child has, is a picture of Sponge Bob. A picture can have a thousand words, which means layered meaning, depending on the experience of the child. What cannot be understood by myself, is the exact detail as the ambiguities placed within the object related to as the picture of Sponge Bob. Yet, all interventions deal with regrounding children back into practical reality, as in how to put things away, how to hold a pencil, how to realize what one thinks need not define one- as the basis of the practice of  mindfulness suggests. So, we can admit that our thoughts are the measure of our experience. Or/and the lack there of.

If our ‘ boxes’ are limited, we become the measure of that limitation, and then when we face the practice of living, as what interventions are, we have no experience and thus no sense of practical living.

And yet, as with the feral children, we are able to absorb, and if we do not understand the implications of this, we do not realize that we are programming a machine, it is an organic machine. So, like a computer, our memories become the measure of the language, and the culture, and the nationality and the subjects we focus on, and the beliefs of our ancestors, which is to say we become our parents, or, we become the “ sins of the fathers.” I mean, how we are formed is right in front of us, and how our thoughts are built is right in front of us.

The scenario with the rat, reveals that when we exist in an environment of lack, we become frustrated and seek any means of activity, which can be a drug that creates some movement, it just happens to be a movement within. And if the within is occupied with some kind of movement, then the without is not what is focused upon and thus, the consequence of what is happening in the physical reality is not noticed. Thus, the drug can lead to death.

Yet, when there is the space and time for development, the choice would be to choose community, as a more fulfilling experience that occupies the within and the without.

This then can lead to situations where there is some development. Yet this “ more “development can also be a limitation because it is not a real focused use of all capacity of the human form in relation to the practice of being grounded in this physical reality- like as our forms being fully employed, which means to not only be thinking away as our experiences accumulating into an idol of ideas moved around in abstract ways like a television in our minds.

And yet. this shows all of us how we can build sound children, ground children, who are able to practice a common sense living and become self confident and active participants in living lives that express the full potential of themselves as human beings.

If the measure of the mind, as the experience of the child, is grounded in reality/nature, in the practice of living with our physical reality, then the measure of the mind would be equal to the reality as this physical world around us. Then would the child become a living word, as their thoughts and their words that reflect their thoughts, because this is how humans communicate, would be equal to the practice of living here.

Since human communication is the naming of all things, then structurally a child can learn the names of things, to order the child, as their memory,  into a focus on this ground, this place in which we live. Then would the thoughts as the experience of the child be in accord with the practice of living on a physical planet, because this is where that child becomes an adult and must stand in responsibility for themselves.

A lack of this opportunity creates a limited thought process, and thus directives that cause mis-takes in reality, that take time to correct, thereby taking away time to build awareness.  And, to blame the object as the child, for any lack, cannot be that which corrects the lack. In being given community and opportunity, the child, as with the behavior of the rat, and the vets cited in the article, when given opportunity and community, the choice more often will be to participate in living.

This also begs the question, are those who have been ‘ caged’ in limitation, whose memories and thus thoughts are not grounded, too deep into separation that there will be the need for a greater amount of time to correct the measure, the focus of the person out of their thought patterns? This means in practice , a longer duration of spaced repetition to correct the “ storm” of thoughts that are limited measures of reality? And even here, is punishment the answer? No. Punishment is never the answer.

To return to where I started. We cannot know the exact detail of another’s thoughts because the background of each is of their own experience and no two experiences are alike, yet, we can understand how thoughts are built, meaning we can understand what our thinking is a reflection of our experience and/or lack there of.

Thus, what would be the perfect means of building a sound mind that is grounded and of thoughts that can take in the details of reality and create directives that cause limited consequences of harm and mis-take in child development?

Words. We are the words we know. ABraCaDabra means that we are the words we know, we are the measure of our exposure. What would be the prefect tools as things as words, to order our within to be a clear directive as our structural blueprints as our memories of inFORMation, within as a con-science to be self confident, self directed and self responsible adults? The answer is right here, always has been; we are the words we know.

Thus, would a cognitive behavioral therapy that rebuilds the mind, the thought processes, that gives the units of measure as words to ground a child( or adult) and build a well ordered and clear mind map, be the perfect intervention for our modern attention disorders? Yes.

This is Techno Tutor. Your personal Tutor to make sure the character of your child is sound.

Thank You for reading!